The Self-Questioning Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

Pertinent Setting Demand Students need to read and understand written information and remember the information. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Purpose of this Strategy To activate students' minds as they read. To give students a purpose as they read. To enable students to talk to themselves about what they read. To enable students to monitor their reading comprehension. University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Fundamentals of Paraphrasing & Summarizing Self-Questioning Visual Imagery Word Mapping Inference University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Storage First-Letter Mnemonic Paired Associates Listening and Note-Taking LINCS University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking Essay Test-Taking InSPECT EDIT University of Kansas Center for Research on Learning 2014

Rationales Behind the Self-Questioning Strategy Students often passively read class materials and gain little knowledge from them. Use of this strategy activates their minds. Students are more likely to continue reading if they have a purpose for their reading. Use of this strategy enables students to ask questions and make predictions to create that purpose. University of Kansas Center for Research on Learning 2014

Rationales Behind the Self-Questioning Strategy Students remember new information better if they connect it to old information. Use of this strategy enables them to make connections between new information and what they already know. Students remember new information better if they translate it into their own words. Use of this strategy enables students to talk to themselves about the information. University of Kansas Center for Research on Learning 2014

Philosophical Underpinnings of the Strategic Instruction Model Most low-achieving students can learn to function independently in mainstream settings. The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students. University of Kansas Center for Research on Learning 2014

Self-Questioning Strategy Results* * From Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual Imagery and Self-Questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149. 48% 89% 86% 35% Before Instruction After Grade- Level Materials Ability- University of Kansas Center for Research on Learning 2014

The Challenge PERCENTAGE CORRECT * SCHOOL DAYS VISUAL IMAGERY SELF QUESTIONING 100 75 50 25 4 3 1 BASE- LINE TRAINING POST TEST 80 60 40 20 VISUAL IMAGERY KEY A.L. G.L. Without V.I. Prompt With V.I. Prompt QUESTIONING KEY Ability Level Materials Grade Level Materials Average No. Questions Asked per probe * Ave. No. Questions Percentage Correct 2 The Challenge * From Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual Imagery and Self-Questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149. University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Self-Questioning Strategy Steps University of Kansas Center for Research on Learning 2014

Anatomy of the Self-Questioning Strategy This step cues the reader to begin the reading process and look for words that trigger wondering. (A discrimination strategy) This step cues the reader to look for the answers to the questions. (A discrimination strategy) This step cues the reader to transform the answers into her own words. (A paraphrasing strategy) state one or more questions. (A self-questioning strategy) reader to predict answers to those questions. (A prediction strategy) Only a few steps are used. Each step begins with a verb that activates the learner's response. The strategy steps are task-specific (reading), not situation or content-specific. The first letters spell the mnemonic words "Ask it"; the meaning of which are related to asking questions. The student can use the steps to instruct self through the process. A ttend to clues S ay some questions K eep predictions in mind I dentify the answers T alk about the answers The wording of steps is simple and brief. The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Selecting Students for the Self-Questioning Strategy Listening Mode Students must have sufficient listening vocabulary to know the meaning of spoken sentence. * Reading Mode Students must be able to decode words and know the meaning of words in a sentence. * Required for independent use of the strategy University of Kansas Center for Research on Learning 2014

The Self-Questioning Strategy Instructor's Manual Introduction Instructional Methods Appendix A: Evaluation Guidelines Appendix B: Instructional Materials Appendix C: Suggested Materials University of Kansas Center for Research on Learning 2014

The Self-Questioning Strategy Instructor's Manual Instructional Methods Stage 1: Pretest and Make Commitments Stage 2: Describe Stage 3: Model Stage 4: Verbal Practice Stage 5: Controlled Practice & Feedback University of Kansas Center for Research on Learning 2014

The Self-Questioning Strategy Instructor's Manual Instructional Methods (cont.) Stage 6: Advanced Practice & Feedback Stage 7: Posttest and Make Commitments Stage 8: Generalization Phase 1: Orientation Phase 2: Activation Phase 3: Adaptation Phase 4: Maintenance University of Kansas Center for Research on Learning 2014

Instructional Stage Organization What your goal is What you need How to prepare How much time to allow What to do What to require for mastery Where to go from here How to trouble-shoot University of Kansas Center for Research on Learning 2014

Student Folder Contents Front Cover: Progress Chart Assignment Sheet Back Cover: Envelope University of Kansas Center for Research on Learning 2014

Student Folder Contents Contents: Pretest Cue Cards Controlled Practice Advance Practice Posttest Generalization University of Kansas Center for Research on Learning 2014

Success Formula for Reading SELF-QUESTIONING STRATEGY + EFFORT = SUCCESS University of Kansas Center for Research on Learning 2014

The Challenge Janice EXAMPLE SELF-QUESTIONING PROGRESS CHART Ap. 1 Ap. 2 Ap. 7 Ap. 11 Ap. 14 May 1 EXAMPLE SELF-QUESTIONING PROGRESS CHART Student's Name: Goal Date: Date Completed: Percentage Score 100 90 80 70 60 50 40 30 20 10 Maint. Probes 1 2 3 4 5 6 7 8 9 GOAL-SETTING SECTION Post- test Pre- Controlled Practice Attempts Advanced Practice MC Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Stage 8 Key: Self-Questioning Percentage Comprehension Percentage MSQ MSQ = Mastery Level for Self-Questioning MC = Mastery Level for Comprehension = 80% The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge SELF-QUESTIONING STRATEGY MANAGEMENT CHART Verbal Practice Model Describe Pretest Student Names 1 Maintenance Probes 2 3 4 5 Controlled Advanced Posttest Generalization Orientation Activation Adaptation The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Self-Questioning Strategy Steps Step 1: Attend to clues as you read Step 2: Say some questions Step 3: Keep predictions in mind Step 4: Identify the answers Step 5: Talk about the answers University of Kansas Center for Research on Learning 2014

What Do You Wonder? Titles Pictures "Mountain Madness" "Partners in Grime" "Miracle at Midnight" "Invisible Again” University of Kansas Center for Research on Learning 2014

Attend to Clues The pilgrims had tough lives. Our national anthem is The Star-Spangled Banner. The boy wandered aimlessly among the trees. Kathy's mother sent her to the store. Two new toys have become available for teenagers. The mission ran into a major problem. University of Kansas Center for Research on Learning 2014

Seven Types of Questions Who Why What Which When How Where H University of Kansas Center for Research on Learning 2014

Example Questions Who What Who will solve the mystery? Who is coming to visit? Who burned the books? Who started the rumor? What What is this about? What kind of animal made that footprint? What is the girl's name? What will happen next? University of Kansas Center for Research on Learning 2014

Example Questions When Where When will the package be found? When will the boy become visible again? When will she get some help? When did the pilgrims first meet the Indians? Where Where are the jewels hidden? Where will they go next? Where did he go when he disappeared? Where are Sarah's friends? University of Kansas Center for Research on Learning 2014

Example Questions Why Which Why did they do this? Why did the coach kick her off the team? Why is the flower blooming at night? Why are the scarecrows moving? Which Which way did she go? Which game will they win? Which dog survived? Which name did he choose? University of Kansas Center for Research on Learning 2014

Example Questions How How will they solve this problem? How many steps are there? How are they going to work it out? How much time is left? University of Kansas Center for Research on Learning 2014

Example Questions & Predictions Q: What does the man look like? P: He is tall, with brown hair and a mustache. Q: When will the boy be found? P: In three days. University of Kansas Center for Research on Learning 2014

Example Questions & Predictions Q: Where is the dog hiding? P: In the woods. Q: Why didn't she show up? P: She had homework to do. University of Kansas Center for Research on Learning 2014

Identifying and Talking about Answers Q: What does Rebecca look like? P: She has long black hair and dark eyes. Rebecca looked very much like her mother. She had long, curly blond hair and blue eyes. She was short but very slim and trim. She looked like an athlete. University of Kansas Center for Research on Learning 2014

Identifying and Talking about Answers Q: Why did Tim hide his art work? P: He wants to give it to his mother as a gift. Tim was happy that his mother did not see his picture. He knew that she would be upset if he was drawing when he was supposed to be doing his homework. University of Kansas Center for Research on Learning 2014

Identifying and Talking about Answers Q: Which choice will Ryan make: Will he quit the team or stay on it? P: He'll quit the team. Ryan took a long walk. As he walked, he thought about his options. If he stayed on the team, he knew he'd be sitting on the bench during games. He thought about how he might learn new skills if he kept going to practice. He also thought about how much fun practices were. He decided to stay on the team. University of Kansas Center for Research on Learning 2014

Attend to Clues Identify the Say some Talk about the Keep predictions SELF-QUESTIONING STRATEGY STEP SEQUENCE Step 1: Step 2: Step 3: Step 4: Step 5: Attend to Clues as you read Say some questions Keep predictions in mind Talk about the answers Identify the and The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Requirements for Questions, Predictions, and Answers Use complete statements Subject Verb Use accurate statements Include new information Make sense University of Kansas Center for Research on Learning 2014

Self-Questioning Verbal Practice Checklist Student's Name: Self-Questioning Verbal Practice Checklist Attempts Describe Strategy In own words: Strategy Steps: Attend to clues Say some questions Keep predictions in mind Identify the answer Talk about the answer Questions: Percent Correct Date 3 1 2 4 5 6 % The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Three Types of Practice Guided Practice Group Practice Cooperative practice Small group practice Individual Practice* *Required for mastery University of Kansas Center for Research on Learning 2014

The Challenge SELF-QUESTIONING GROUP SCORE SHEET Name SELF-QUESTIONING GROUP SCORE SHEET Student 1 Student 2 Student 3 Student 4 Student 5 Date: 1 2 3 4 Percentage of points earned: Student 5 (Mastery = 80%) Totals SCORES FEEDBACK % Not accurate/ relevant Not complete thought Repetitive Doesn't make sense Not a question Already answered/ covered Not related to a question Answers Predictions Questions The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge ASSIGNMENT SHEET SELF-QUESTIONING Name: Controlled Practice Advanced Practice Generalization Date Assigned Reading Selection Place Comments The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge WRITTEN WORKSHEET Self-Questioning Strategy Questions Answers Predictions Name: Date: Passage: Dot No. 1. 2. 3. 4. 5. 6. 7. 8. The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

The Challenge SELF-QUESTIONING INDIVIDUAL SCORE SHEET 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Not accurate/ relevant Repetitive Doesn't make sense Not a question Already answered/ covered Not related to a question Date: STUDENT NAME: Calculating the score: Totals = X 100 = (Mastery = 80%) Answers Predictions Questions SCORES FEEDBACK Total Boxes Filled Number of Points % Not complete thought Pretest/ Posttest: Cont. Practice: Adv. Practice: Gen: Tally of Question Types Who What Where When Why Which How Other Mastery Minimums: 5 Questions 3 Question types 3 Predictions 2 Answers The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Providing Corrective Feedback Factors that Make for Good Feedback: 1. Positive At least 3 positive remarks are made University of Kansas Center for Research on Learning 2014

Providing Corrective Feedback Factors that Make for Good Feedback: 2. Corrective A. Specify a category of errors B. Specify what the student should do C. Provide a model D. Have the student practice E. Have the student paraphrase the feedback F. Have the student write a goal G. Repeat corrective steps A-F for each category or errors made H. Communicate your positive expectation to the student University of Kansas Center for Research on Learning 2014

Providing Corrective Feedback Factors that Make for Good Feedback: 3. Individual 4. Immediate After last performance Immediately before the next University of Kansas Center for Research on Learning 2014

Generalization Stage Orientation Activation Adaptation Maintenance University of Kansas Center for Research on Learning 2014

Generalization: Orientation Orientation Phase Goals: Student awareness of necessity of application Student awareness of when & where Student preparation of cue & affirmation cards University of Kansas Center for Research on Learning 2014

Generalization: Orientation Orientation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations Discuss rationales Review success formula Discuss strategy usage situations University of Kansas Center for Research on Learning 2014

Generalization: Orientation Orientation Phase Procedure (cont.): Discuss strategy flexibility Discuss current course books Discuss using a combination of strategies Have students make cue & affirmation cards Discuss "toolbox" & "knowledge" analogies Post organizer Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014

Affirmations Using Self-Questioning helps me be a great reader. Using Self-Questioning helps me remember new information. Using Self-Questioning helps me understand what I read. University of Kansas Center for Research on Learning 2014

Affirmations I am a good reader when I use the strategies I know. I am a strategic learner. I am growing as a learner every day as I learn how to use strategies better and better. University of Kansas Center for Research on Learning 2014

Affirmations I can reach my goal as a learner when I use the Self-Questioning Strategy. (My goal is: .) University of Kansas Center for Research on Learning 2014

Building A Knowledge Base The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Generalization: Activation Activation Phase Goals: Ensure students use the strategy Build student self-confidence University of Kansas Center for Research on Learning 2014

Generalization: Activation Activation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations Have students reflect on strategy usage Set goals Explain how to use strategy report forms University of Kansas Center for Research on Learning 2014

Generalization: Activation Activation Phase Procedure (cont.): Introduce assignments Give assignments Adjust goal dates Give oral quizzes Prompt student self-monitored feedback Give additional assignments University of Kansas Center for Research on Learning 2014

Generalization: Activation Activation Phase Procedure (cont.): Record progress & adjust goals Troubleshoot Post organizer Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014

Report of Strategy Use Form Generalization Report of Strategy Use Form Name Date Strategy Used Place the strategy was used Assignment the strategy was used to complete University of Kansas Center for Research on Learning 2014

Generalization: Adaptation Adaptation Phase Goals: Ensure student awareness of cognitive strategies imbedded in Self-Questioning Ensure student awareness of strategy adaptability Give the students practice in strategy adaptation Build student self-confidence University of Kansas Center for Research on Learning 2014

Generalization: Adaptation Adaptation Phase Procedure: Advance organizer Review previous lesson State lesson purpose State expectations University of Kansas Center for Research on Learning 2014

Generalization: Adaptation Adaptation Phase Procedure (cont.): Review "ASK IT" steps Discuss cognitive features of "ASK IT" University of Kansas Center for Research on Learning 2014

Generalization: Adaptation Adaptation Phase Procedure (cont.): Have the students practice using adaptations Ensure activation of adaptations in other settings Provide feedback Post organizer Troubleshoot Review lesson Preview next lesson University of Kansas Center for Research on Learning 2014

Generalization: Maintenance Maintenance Phase Goals: Ensure students don't forget the strategy Ensure students continue to use the strategy over time University of Kansas Center for Research on Learning 2014

Generalization: Maintenance Maintenance Phase Procedure: Advance organizer Review previous lesson State lesson purpose Discuss rationales State expectations University of Kansas Center for Research on Learning 2014

Generalization: Maintenance Maintenance Phase Procedure (cont.): Review current usage of strategy & barriers Plan a maintenance program Review the strategy & requirements Distribute materials & provide instructions Monitor the student's performance University of Kansas Center for Research on Learning 2014

Generalization: Maintenance Maintenance Phase Procedure (cont.): Collect materials Evaluate the student's performance Provide feedback Post organizer University of Kansas Center for Research on Learning 2014

Specific Scoring Guidelines Questions: Score 1 point in the "Questions" Column if: A question is stated; The question is relevant to the part of passage just read; and The question has not already been answered in the passage. University of Kansas Center for Research on Learning 2014

Specific Scoring Guidelines Predictions: Score 1 point in the "Predictions" Column if: A prediction is stated; The prediction is related to the part of passage just read; The prediction is related to the question just asked; University of Kansas Center for Research on Learning 2014

Specific Scoring Guidelines Predictions (cont.): Score 1 point in the "Predictions" Column if: The prediction is a plausible answer to the question; and The prediction contains information not in the passage thus far. University of Kansas Center for Research on Learning 2014

Specific Scoring Guidelines Answers: Score 1 point in the "Answers" Column if: A statement is made that answers a previously stated question; and The answer is relevant to the information in the passage and is accurate. University of Kansas Center for Research on Learning 2014

General Scoring Guidelines To get full credit for questions, predictions, and answers, the student's response must: Contain complete thoughts; Contain entirely accurate information; Contain new information for which credit has not already been given; and Make sense. University of Kansas Center for Research on Learning 2014

The Challenge SELF-QUESTIONING GROUP SCORE SHEET April 3 Janice Robert Tim Chris James 1 5 4 6 9 100 56 66 Name SELF-QUESTIONING GROUP SCORE SHEET Student 1 Student 2 Student 3 Student 4 Student 5 Date: 1 2 3 4 Percentage of points earned: Student 5 (Mastery = 80%) Totals SCORES FEEDBACK % Not accurate/ relevant Not complete thought Repetitive Doesn't make sense Not a question Already answered/ covered Not related to a question Answers Predictions Questions The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Mastery Minimums 80% of Self-Questioning Points 80% of Comprehension Points 5 Questions 3 Types 3 Predictions 2 Answers University of Kansas Center for Research on Learning 2014

Student Response Sample Title Question: "What is a chocolate moose?" Prediction: "I think this story is about a big chocolate moose, like the big chocolate rabbits you get at Easter." University of Kansas Center for Research on Learning 2014

Student Response Sample First Section Answer: "Oh oh . . . this is about real moose, not about candy." Question: "I'm wondering where do moose live." Prediction: I think they live where the weather is cold." University of Kansas Center for Research on Learning 2014

Student Response Sample Second Section Answer: "They live in the mountains in the northwestern United States and in Canada." Question: "Why can they live there?" Prediction: "I think they can live there because they have large bodies that keep them warm." University of Kansas Center for Research on Learning 2014

Student Response Sample Third Section Question: "I wonder what moose eat that helps them get so big." Prediction: "I bet they eat small animals." University of Kansas Center for Research on Learning 2014

Student Response Sample Fourth Section Question: "Why do moose have antlers?" Prediction: "Maybe fighting." University of Kansas Center for Research on Learning 2014

Student Response Sample Fifth Section Prediction: "Maybe they use their antlers to kill their food." University of Kansas Center for Research on Learning 2014

Student Response Sample Sixth Section Answer: "This says that they use their antlers to protect themselves." Question: "I still wonder if they use their antlers to kill their food." Prediction: "I think they do kill their food with their antlers.” University of Kansas Center for Research on Learning 2014

Student Response Sample Seventh Section Prediction: "I think they have big families." Answer: "This says they use their antlers to cool their bodies." University of Kansas Center for Research on Learning 2014

Student Response Sample Eighth Section Answer: "Moose are vegetarians." Question: "What kind of plants do they eat?" Prediction: "I think they eat bushes." University of Kansas Center for Research on Learning 2014

Student Response Sample Ninth Section Answer: "They eat plants that grow under the water." Question: "How do they get those plants?" Prediction: "I think moose grab the plants with their feet." University of Kansas Center for Research on Learning 2014

Student Response Sample Tenth Section Answer: "They do grab the plants with their feet." University of Kansas Center for Research on Learning 2014

The Challenge SELF-QUESTIONING INDIVIDUAL SCORE SHEET 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Not accurate/ relevant Repetitive Doesn't make sense Not a question Already answered/ covered Not related to a question Date: STUDENT NAME: Calculating the score: Totals = X 100 = (Mastery = 80%) Answers Predictions Questions SCORES FEEDBACK Total Boxes Filled Number of Points % Not complete thought Pretest/ Posttest: Cont. Practice: Adv. Practice: Gen: Tally of Question Types Who What Where When Why Which How Other Mastery Minimums: 5 Questions 3 Question types 3 Predictions 2 Answers The Challenge University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002